Investigating Primary English Immersion Teachers in China: Background, Instructional Contexts, Professional Development, and Perceptions

Autor/inn/en	Song, Xiaomei; Cheng, Liying
Titel	Investigating Primary English Immersion Teachers in China: Background, Instructional Contexts, Professional Development, and Perceptions
Quelle	In: Asia-Pacific Journal of Teacher Education, 39 (2011) 2, S.97-112 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
Schlagwörter	Teacher Characteristics; Immersion Programs; Foreign Countries; Teaching Experience; Program Development; Educational Background; Professional Development; English (Second Language); Second Language Learning; Teacher Attitudes; Elementary School Teachers; Communicative Competence (Languages); Teaching Methods; Prediction; Learning Processes; China + Suchen Sie Ihr Suchwort? Immersionsprogramm; Ausland; Programmplanung; Vorbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Teaching method; Lehrmethode; Unterrichtsmethode; Vorhersage; Learning process; Lernprozess
Abstract	Despite the fast growth of English immersion in China, only limited research has been conducted regarding immersion teachers' educational background, instructional contexts, professional development, and their perceptions about English immersion. This study explored the above key issues from three primary immersion schools. Results indicated that the majority of immersion teachers in the study were women under the age of 30 with five or fewer years of teaching experience, and were typically teaching 50 students in each class with an average of 5.8 hours per week. Less than half of the participants had Bachelor's degrees and above. The teachers reported using communicative, interactive, and learner-centred approaches in their teaching, but they generally lacked opportunities to engage in authentic two-way interaction for professional development. In-service and ongoing program development was perceived as a critical area of study if China's immersion programs were to improve. Educational background and teacher characteristics together predicted 31.4% of teachers' professional development. The study provided valuable implications for English immersion education in China. (Contains 1 note and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10